TEXTBOOKS *
In: Parliamentary affairs: a journal of comparative politics, Band 36, Heft 1, S. 118-120
ISSN: 1460-2482
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In: Parliamentary affairs: a journal of comparative politics, Band 36, Heft 1, S. 118-120
ISSN: 1460-2482
ISSN: 0172-8237
ISSN: 2364-5288
In: Journal of Visual Impairment & Blindness, Band 28, Heft 4, S. 210-210
ISSN: 1559-1476
In: Peace & change: PC ; a journal of peace research, Band 10, Heft 2, S. 71-78
ISSN: 1468-0130
In: PS: political science & politics, Band 16, Heft 1, S. 55-56
ISSN: 1537-5935
In: Monthly Review, Band 29, Heft 5, S. 62
ISSN: 0027-0520
In: Patterns of prejudice: a publication of the Institute for Jewish Policy Research and the American Jewish Committee, Band 5, Heft 3, S. 7-10
ISSN: 1461-7331
In: Parliamentary affairs: a journal of comparative politics, Band 25, Heft 3, S. 272-274
ISSN: 1460-2482
In: Social studies: a periodical for teachers and administrators, Band 69, Heft 3, S. 112-116
ISSN: 2152-405X
In: Patterns of prejudice: a publication of the Institute for Jewish Policy Research and the American Jewish Committee, Band 12, Heft 5, S. 1-5
ISSN: 1461-7331
In: The women's review of books, Band 12, Heft 10/11, S. 33
In: Journal of educational media, memory, and society: JEMMS ; the journal of the Georg Eckert Institute for International Textbook Research, Band 2, Heft 1, S. 31-54
ISSN: 2041-6946
This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.
In: Journal of educational media, memory, and society: JEMMS ; the journal of the Georg Eckert Institute for International Textbook Research, Band 2, Heft 2, S. 122-131
ISSN: 2041-6946
This piece defends the hypothesis that methodologically well-grounded historical textbook research is only possible if one has an understanding of the context in which textbooks acquire meaning. Based on the theory of a "grammar of schooling" (Tyack/Tobin; Cuban), the article develops a concept on the basis of which it is possible to describe particular contexts and the way in which they relate to teaching materials. Textbooks are thus understood as an element of the "grammar of schooling" and, from the perspective of discourse and theory, as a "point of intersection" between discourse and its corresponding teaching practice.